Young children face serious changes in their everyday lives when placed in residential care. In this chapter I present two empirical cases of children´s everyday life and their movements between a residential institution and kindergartens and show how cooperation between educators take place in very different ways. Parents, child-welfare workers in residential care and day-care teachers in kindergartens may assess problems in children's everyday lives differently. These different perspectives on the common work of childcare are analysed and the challenges and conflicts inherently hidden in this complexity of cooperation are discussed. A child perspective is taken, in the sense that professional cooperation is analysed in the ways it matters with respect to children's social participation. How children in out-of-home care experience coherence, personal meaning and opportunities for participation is then seen as closely connected with the ways in which their caregivers coordinate and involve one another across different locations. Viewed from the children's perspectives, their parental support also plays a major role, but due to the conflicts in inter-professional cooperation, parents may find participation difficult.
|Titel||Supporting difficult transitions. : Children, young people and their carers|
|Redaktører||Mariane Hedegaard, Anne Edwards|
|Status||Udgivet - 2019|
|Navn||Children’s development through transitions across practices|